Our research, detailed in the report Asking to Learn, examined nearly 130,000 anonymized queries from over 8,600 students using an AI study tool embedded within a digital biology textbook often used in introductory biology courses. We focused on the “Explain” feature of the tool, which invites students to ask questions in their own words, providing a direct window into their thought processes and authentic curiosity.
To analyze the cognitive depth of these questions, we used the revised Bloom’s Taxonomy as our framework, categorizing each query according to its cognitive process (e.g., Remember, Understand, Analyze) and knowledge dimension (e.g., Factual, Conceptual) (4). This allowed us to move beyond what students were asking to understand how they were thinking.
Beyond Fact-Checking: Evidence of Higher-Order Thinking
Unsurprisingly, a majority of the queries—about 80%—focused on foundational knowledge. Students asked the AI to define terms (“what are the different types of light microscopy?”) or explain core concepts (“can you explain cellular respiration to me like I’m a dummy”). This is entirely appropriate for an introductory course, where building a solid base of factual and conceptual knowledge is essential (5). It shows students are using the tool as intended: to reinforce their understanding of foundational concepts and ideas.
What truly excited us, however, was the proportion of questions that went deeper. Our analysis revealed that about one-third of all student inputs reflected more advanced levels of cognitive complexity. Furthermore, 20% of queries were classified at the “Analyze” level or higher—levels widely associated with critical thinking skills.
These queries were not simple requests for information. Students were asking hypothetical questions, critically assessing experimental methods or procedures, and evaluating information in complex ways. For instance:
· “What might happen if the lysosome wasn’t in a separate compartment, or if it didn’t work?”
· “How would I ‘build’ an organism to maximize its surface area to volume ratio?”
· “If you had access to a microscope, how would you differentiate endomycorrhizae and ectomycorrhizae”
These examples show students actively grappling with the material, working with AI not just to retrieve facts, but to explore concepts and test their understanding in a meaningful way. They are not passively receiving information; they are actively framing their inquiries in a way that demonstrates deep cognitive engagement (6).
